Kelly Murray

Grade Level: 5th Grade- 12 students with severe autism

Time Frame: 45 minutes
Unit: The Nature of Science
Topic: Predictions and Observations
This lesson is modified for children with autism. In order for the students to complete this
lesson at an instructional level the standards and presentation had to be spiraled down.
Purpose (Essential Questions):
1. What is a prediction?
2. How do you make observations?
Objectives:
1. Given visual prompts, students will explain verbally and in written form what a
prediction is 100% of the time.
2. Given a solution or suspension mixture, students will be able to write or draw
observations using 4 of their senses, 4 out of 5 times.
3. Given various liquids, students will write predictions about what will happen when two
or more items mix together.
Vocabulary:

Prediction: a statement made to tell what will happen next or in the future.
Observation: noticing something using your five senses (smell ,taste, touch, hear and
see)

New York State Science Standard/ CCLS:

ELA: RI 1
Standard 1: Analysis, Inquiry, and Design
-

Key Idea 1:
The central purpose of scientific inquiry is to develop explanations or natural
phenomena in a continuing, creative process.
o S1.1a,b,c Formulate questions of scientific inquiry with the aid of
references appropriate for guiding the search for explanations of everyday
observations.

o S1.3 Develop relationships among observations to construct descriptions

of objects and events and to form their own tentative explanations of what
they have observed.
Pre-Assessment: Students have mastered the ability to formulate a hypothesis based on a given
problem for an experiment. The students have been able to follow a specific procedure and form
a list of materials needed for an experiment. They have recorded data, but have been
significantly prompted verbally and visually. They have been exposed to the terms prediction
and observation, but have not mastered or learned the terms in significant detail.
Set- Induction (3 minutes): First, the teacher will shake a bottle of carbonated water. He or she
will ask the students, What do you think will happen when I open this bottle. As the teacher, is
getting the answers, he or she will write them on the board. Then, the teacher will open the
bottle, as it explodes, he or she will ask the students what happened or what is happening? As
the students are answering, the teacher will ask, What did you see, smell, or hear anything?
Lesson Presentation:
Time
5 minutes

Procedure
Introduction
- Now that the students have made
predictions and observations, the
teacher will ask them what they think
they will be learning about, which will
lead into the aim/essential question
What is a prediction and how do you
make observations?
- Next, the teacher will define prediction
and observation by writing it on the
board and relating it to the prediction
and observation they previously made.
- Then, the teacher will introduce the
materials and procedure to the
experiment.

25 minutes

Experiment
- First the students will be given an
empty bottle with their names on it and
their science journals.
- Some students who need the visual
support will be given an individual
procedure checklist.
- They will follow step one of the
procedure, Help Ms. Kelly or Verona

10 minutes

pour 10 ounces of oil into the

measuring cup.
- Once all students have completed the
first step, they will complete step two
using a funnel, pour 10 ounces of oil
into the empty water bottle.
- Next, the students will assist the
teacher or paraprofessional by helping
them pour 4 ounces of water into the
measuring cup.
- The students will stop and make a
prediction in their journals
What will happen when the water and
oil mix together in the bottle?
Explain why you think that will
happen?
- Then, the students will pour the water
into the bottle.
- Directly following that, the students
will make observations in their science
journal using their senses.
- Then, the students choose what
coloring food coloring they want and
will add 10 drops of food coloring to
the oil and water.
- The teacher will prompt a discussion
between the class.
Do you notice anything that is
happening now?
Why do you think that is happening?
- Next, the students will break up the
alka selzer tablets into 4 pieces.
- The students will make a prediction in
their journals.
What do you think will happen when
you add the tablets?
Why do you think that will happen?
Have you ever done an experiment
like this?
- Then, the students will add the tablets.
- They will immediately begin making
observations using their senses by
drawing and/or writing in their science
journals.
Closure
- The students and teacher will discuss

what they enjoyed about this

experiment.
- All the students will complete an exit
slip sheet, which asks
What happened when we mixed oil
and water?
Describe what happened when you
put alka-selzer tablets into the oil,
water and food coloring.
What is a prediction?
Materials:

Behavior charts
Carbonated water
Bin
8 Alkaselzer tablets
Measuring cups (10oz and 4 oz)
Food coloring
8 empty bottles of water
32 oz of water
Funnel
Lava Lamp Science Journal Packets
Pencils
Crayons
80 oz of vegetable oil

Differentiation:
Directions

Some students were capable and given the directions or procedure on the board without
the visual prompts. Other students were given directions with the visual prompts made
through mayher and Johnson boardmaker.

Science Journal

Some of the science journals had visual prompting as others had just words. Students
with autism benefit significantly from visual prompting.

Experiment

During the experiment, the teacher will be monitoring each student as they pour the oil
and water into the funnel thats placed carefully into their bottle. Some of the students
with motor development delays or difficulties will have the assistance of the teacher.
Also, the teacher will be pouring all the ingredients into the measuring cup as the
students monitor the amount the teacher is pouring.

Behavior

Each student has their behavior being consistently observed and controlled by the
green, yellow, and red behavior board with the specific meanings of each color. Also,
each student has specific behavior plans or boards that are with them at their table to
help them monitor their own behaviors.

This lesson will help any child with autism excel because of the visual and tactile components in
entails.
Resources:

Mayher and Johnson Boardmaker

Microsoft Powerpoint
Google images